Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety

By Da Zhou, Xiaofeng Du, K. Hau, Haifeng Luo, Pingting Feng, Jian Liu. 2020

108 citations recorded by the source corpus.

Abstract This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students’ mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students’ mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/511268f76bf625bdf743f6a0b796fbc662ac6733